A Research About The Reflective Of Chemistry Teachers’ Practical Knowledge Under The Hermeneutic Horizon

The teacher is the core of the curriculum reform. Chemistry teacher as one of the important groups, and classroom teaching practice is full of complexity, variability and situational, practical knowledge is an important standard of teachers’ teaching level. And the research to the chemistry teachers’ practical knowledge can help a chemistry teacher’s professional develop, the research is advantageous to the benign development of the chemistry course. It is necessary for the reflective of teacher practical knowledge in chemistry research.In this paper, based on the theory of hermeneutics, hermeneutics as a postmodern major philosophical school in postmodern in the west gradually rise, philosophical hermeneutics thinks that understanding is fundamental way of our world. Teaching is a activity with the aim of cultivating artificial human, it is benefit to shape a person’s spiritual world. There is a subtle connection between them, we take the hermeneutics applied to education, good a long way to the research of the reflective of practical knowledge of chemistry teachers in the classroom teaching.Based on the theory, I set up a model that the interaction between teachers, students, teaching content in the process of classroom teaching. Judging from the model chemistry teacher practical knowledge has a reflective, at the same time reflection is an important approach to chemistry teacher practical knowledge generated. After theoretical analysis, I have a research to the reflection of a secondary novice teacher and expert teacher in the classroom teaching, from the process of teaching,we can prove chemistry teachers’ practical knowledge has reflective and reflection is a effective way to make chemistry teacher practical knowledge growth.